
</3 



LIBRARY OF CONGRESS 



029 483 695 



Hollinger Corp. 
P H8.5 



m 



The Home Teacher 



THE ACT, 
WITH A WORKING PLAN 



AND 



Forty Lessons in English 



Published by 

The Commission of Immigration and Housing 
of California 



Copyright applied for. 




Catjfobnia 

State Peintinq Office 

1916 



The Home Teacher 



THE ACT, 
WITH A WORKING PLAN 



AND 



Forty Lessons in English 



Published by 

The Commission of Immigration and Housing 
of California 



Copyright applied for 




California 

State Printing Office 

1916 

21617 



D. Of D. 
MAY 17 1918 



c* 



<2> 



PREFACE. 

The act creating the home teacher is the direct result of volunteer, 
overtime work by teachers in the Los Angeles Neighborhood Schools. 
They demonstrated to the satisfaction of 'the Commission that the aims 
to be accomplished by district visiting can best be achieved by teachers 
instead of outside agencies. 

The law is merely permissive and it is hoped it will come into opera- 
tion gradually, since the careful establishment of correct precedent is 
of primary importance. Everything depends upon the pioneer workers 
being well balanced personalities with an all-around understanding 
both of the letter and the spirit of the home teacher law. They must 
not be primarily cooking teachers, sewing teachers, or English teachers, 
but teachers of improved living. 

One object is to bring educational opportunities to the mother direct 
instead of putting her off with vicarious enlightment through her chil- 
dren: the old way that has proven itself not only ineffectual but 
actually fruitful of harm. 

The plan of work and the forty lessons in English herein submitted 
are merely tentative. We ask for constructive criticism which will 
lead to their improvement. 

COMMISSION OF IMMIGRATION AND HOUSING 
OF CALIFORNIA. 

Mary S. Gibson. 
Edward J. Hanna. 
Paul Scharrenberg. 
James H. McBride. 
Simon J. Lubin. 



2—2161: 



Home 
teachers. 



Qualifi- 
cations. 



THE HOME TEACHER ACT. 

Chapter 37. 

(Statutes of California, 1915.) 

An act to add a new section to the Political Code to be num- 
bered sixteen hundred seventeen b, relating to the employ- 
ment of home teachers. 

(Approved April' 10, 1915. In effect August 8, 1915.) 

The people of the State of California do enact as follows: 
Section 1. A new section is hereby added to the Political 
Code, to be numbered section sixteen hundred seventeen b 7 and 
to read as follows: 

1617&. Boards of school trustees or city boards of educa- 
tion of any school district, may employ teachers to be known 
as "home teachers," not exceeding one such home teacher for 
every five hundred units of average daily attendance in the 
common schools of said district as shown by the report of the 
county superintendent of schools for the next preceding school 
year. It shall be the duty of the home teachers to work in 
the homes of the pupils, instructing children and adults in 
matters relating to school attendance and preparation there- 
for; also in' sanitation, in the English language, in household 
duties such as purchase, preparation and use of food and of 
clothing and in the fundamental principles of the American 
system of government and the rights and duties of citizenship. 
The qualifications of such teachers shall be a regular kinder- 
garten primary, elementary or secondary certificate to teach 
in the schools of California and special fitness to perform the 
duties of a home teacher ; provided, that the salaries of such 
teachers shall be paid from the city or district special school 
funds. 



FOREWORD.* 

It was a wise person who first said ' ' Charity should begin at home ' ' ; 
it was a wiser one who added, ' ' but should not stay there. ' ' 

The school people were wise in the days when they said : ' ' The public 
schools are for the children ' ' ; they are wiser now when they say : ' ' The 
public schools are for the whole family. ' ' 

An idea seems to be born into the world and then to grow almost like 
a human being before it reaches a commanding influence. So this idea 
of the unity of the family for educational purposes has been years in 
growing. 

Before we could achieve the unity of the family we had to realize the 
unity of the individual child. To begin with, we considered him only 
as a mind. Later we concerned ourselves also with his moral nature 
and added "morals and manners" to the curriculum. John and Mary 
might come to school breakfastless, dirty, half blind, and troubled with 
adenoids, and we did not feel that we could do anything about it. It 
was not that sympathetic teachers did not view these conditions with 
sorrow, and with the realization that John and Mary's minds were 
hampered thereby. It was only that dealing with such matters was not 
considered a legitimate part of school activity. Little by little we have 
made John and Mary's bodies our concern — their recreation, their home 
life, everything about them. We will probably find still more to do for 
them in the future — nor can we do too much. 

Meanwhile we have gradually been taking some account of the remain- 
der of the family. Now, where our school systems are progressive, we 
have little brother and sister in the kindergarten and the wee babies 
thrive in the day nursery when the mothers are away at labor. We 
have "continuation schools" for the big brother and sister at work. 
The father is drawn into evening school and the Civic Center, either to 
learn English or to enliven the end of the toiler's day by introducing 
interests and diversions. 

Thus we have reached out for every member of the family except the 
mother. We have taken it for granted that the foreign mother, par- 
ticularly, was practically hopeless. She was a queer, outlandish thing, 
who could only learn through asking of her children at home, and not 



*The above is an address delivered by Mrs. Amanda Mathews Chase, as a special 
representative of the Commission of Immigration and Housing, at a joint session of 
the National Congress of Mothers and the Parent-Teachers Association at Oakland, 
California, in 1915. This address was prepared at the suggestion of the Commission 
and it so admirably states the Commission's position that it is here reproduced in full. 



b THE HOME TEACHER. 

much even thus. We have not been so unkind as to hold the conscious 
thought, but we have really tacitly taken it for granted that she was a 
natural obstructionist, and that when death removed her, the family 
could move on much more victoriously to Americanization. 

Now, in California, we are taking this next logical step with our 
Home Teachers' Law — to educate the mother. The home teacher is a 
mother's special instructor. To be sure, the law says, "for children 
and adults"; but the mother always shares gladly with her children, 
and so will it be in this case. 

The Commission of Immigration and Housing is very grateful to the 
Mothers Congress and Parent-Teachers Association for their earnest 
support of this Home Teachers Bill. Now their assistance is needed in 
putting the law into operation. We hope, first, that they will use their 
influence to have home teachers installed in their communities. Sec- 
ondly, after the teachers are at their posts, we hope that these associa- 
tions will hold up their hands in the work, for, more than any other 
teachers, do they need assistance. 

Suppose a home teacher went forth, merely with her unaided 
resources, to do the work outlined by this law. In each home she would 
find a problem; in one, economic difficulties; in another, sickness; in a 
third, perhaps, that Americanized children have slipped from the con- 
trol of their un-Americanized parents. What could she do alone but 
break her heart over the ills she could not help ? She needs behind her, 
not only the school system, but all organized helpfulness— in which the 
Parent-Teachers Association holds an important place. 

She must enter these homes as an envoy from the schools, from the 
community, from the State of California. 



COMMISSION OF IMMIGRATION AND HOUSING. 



WORKING PLANS FOR THE HOME TEACHER.* 

The text is the plain and simple law passed by the 1915 California 
Legislature. The measure was draughted and proposed by the State 
Commission of Immigration and Housing. On the initiative of the 
State Federation of Women's Clubs, it was endorsed by the Women's 
Legislative Council, which worked for it most earnestly. It received 
the Governor's signature on April 10th and became operative on 
August 8, 1915. f 

We of the Coast feel it to be a momentous and far-reaching piece of 
legislation. Not that we claim to have invented the Visiting Teacher. 
Under many names, she is already, in a modified form, part of the 
public school system in several cities of the United States. She is 
employed by the Indian Service, who call her a field matron, while the 
Indians call her "the going-about woman" and wait for her with their 
troubles. We do claim, however, that California leads in giving the 
movement state-wide backing. 

All honor to the devoted volunteers who have shown what could be 
accomplished in favored spots, such as the immediate neighborhoods of 
social settlements. At the same time, they have demonstrated the 
inadequacy of private philanthropy to meet the whole situation. Much 
of this semi-private institutional work has reached its seed-time, a noble 
seed-time, for it has sown itself into the public conscience and the 
fruitage therefrom is the enlistment of municipalities and states to 
undertake this same labor adequately. They bring to the work two 
inestimable advantages — one the resources and organization to make it 
universally effective, the other the gain of lifting it from being the 
acceptance of kindness bestowed by one social class upon another to 
the fine democratic level of communal possession. Thus the home 
teacher is employed by the people, and to the people her services are 
due — not donated. This latter consideration is one on which the 
Mothers Congress has expressed itself strongly and, because the Mothers 
Congress and Parent-Teachers Association is the one woman's organiza- 
tion which recognized the family as the unit, it is to this organization 
that the Commission of Immigration and Housing looks for co-operation 
in launching this pioneer effort — the energizing of this educational 
activity. 



*The above plans were prepared by Mrs. Amanda Mathews Chase in conjunction 
with members of the Commission. Mrs. Chase, as the representative of the Com- 
mission, presented these plans before the Elementary Education section of the Fifty- 
third Annual Convention of the National Education Association. 

tSee page 4 for act in full. 



8 THE HOME TEACHER. 

The pressing need for the home teacher is in the foreign quarters of 
cities, since immigrant education is at present a critical issue between 
the United States and destiny. As rapidly as may be, however, she 
will be placed in all congested districts. Our present bill allows no 
more than this, but the work will, in time, demand its logical extension 
to wherever, in town or village, living conditions and domestic ideals 
fall short of our American standards. 

But all that will be another story when it happens. In blazing trails 
for our first year's effort, we need consider only what the home teacher 
can do in and for a congested neighborhood. 

The new law broadens our base of activity in such a school district. 
Heretofore the cry has been "Americanize the children and they will 
Americanize the home ! ' ' This topsy-turvy method flies in the face of 
natural social evolution. What it has brought into the home is con- 
fusion and often disaster, since un- Americanized parents lose control 
over their Americanized children who consequently are liable to fall into 
lawless ways and frequently bring up as delinquents before the Juvenile 
Court. 

The fault does not lie in giving the children too much education, but 
in dividing the family against itself by bestowing too little on its other 
members. 

Latterly we have been more assiduous about gathering the foreign 
fathers into evening schools and we have still more sweeping efforts in 
contemplation for this severely important labor. 

The immigrant mother, however, has been left almost entirely out of 
account. We have ignored the natural home-maker and yet tried to 
Americanize the home. We now see our error and are undertaking 
here in California to educate the entire family instead of discriminating 
against that important member, the mother. 

The degree of success which we shall be able to achieve depends 
largely on the working plans with which we put our new law into actual 
execution. The act is as explicit as it is the business of such a law to be. 
Its very elasticity is in its favor if we have the wisdom to use that 
property wisely in formulating our corollaries. 

For corollaries, we must have. A compulsory education law, for 
instance, is not intended to take the place of a course of study and a 
school program. Even so, our home education law must be supple- 
mented by instructions to home teachers regarding the presentation of 
the designated subjects, these instructions roughly corresponding to the 
grade teacher 's course of study. The home teacher should also be pro- 
vided with a program, even though it be an india-rubber one able to 
stretch indefinitely at the pull of emergency. 



COMMISSION OF IMMIGRATION AND HOUSING. 5J 

It is not desirable that the school district have two heads. "We believe 
that the status of the home teacher is that of a specialist responsible to 
the principal of the public school with which she is connected ; that she 
should be part of the field force of an elastic system. 

While the bill is noncommittal on the point, it seems natural to speak 
of the home teacher as feminine since most of the activity outlined is 
such as would naturally be assigned to women. There is in the field, 
however, place for a smaller number of men to attend to certain phases 
of the work, particularly along the survey line, finding out where the 
men and boys spend their evenings and their money — whether or not 
and why the saloon is the pleasantest spot in the district — dealing with 
men's lodging houses and rendering other valuable service along lines 
not practicable to women — connecting every abiding place with the 
school. 

Now to indicate sketehily a tentative working program for a home 
teacher. 

It would be quite natural for her to wish to be at her public school 
before nine o'clock in order to confer with the principal and teachers 
regarding any special children whose homes there are immediate and 
particular reasons for visiting. 

The forenoon would just as naturally be passed in making these visits 
and others on her own initiative. 

At every house her first endeavor should be to win the friendship and 
confidence of the mother. These visits must be unhurried. If the 
visitor is being initiated into the very heart of some particular home, 
its problems and difficulties, that is her time to hear the whole story 
even though she gets no farther that forenoon. 

The home teacher, like the family doctor and the family pastor, is to 
be a real and intimate possession of the family. May she be endowed 
with wisdom and grace to be worthy of this high phase of her pro- 
fession and may she emulate doctor and pastor in her sense of the 
sacredness of confidence. She must refrain from making the morning 's 
experiences the theme of racy, gossiping narratives to entertain her 
friends or fellow workers. She will, surely, never use the word 
"slum," and will be chary of the word "case." We would not like to 
be ' ' cases, ' ' not even to the angels of Heaven, nor would we appreciate 
hearing those same angels refer to their earthward flights as "slumming 
expeditions. ' ' 

The opening wedge into many family situations will be "attendance 
and the preparation therefor." Indeed, one of our prominent Cali- 
fornia educators rejoices in the home teacher as a "glorified attendance 
officer. " To read backward into the causes why the children of some 



10 THE HOME TEACHER. 

particular family attend school irregularly, or in poor physical con- 
dition, is to diagnose the weakness and perhaps the tragedy of that 
family preliminary to the work of social reconstruction. 

For this, the home teacher will naturally call to her aid the various 
ameliorative agencies of the community, the charities, district nurses 
and the like, as the need of their services is indicated by her investiga- 
tions. She must not herself be connected in people's minds with the 
bestowal of material gifts. She will, however, have some share in prob- 
lems of employment since she will naturally come to know something of 
the quality of the workers — who can be relied upon — who have proved 
unemployable; for she must know her field every month of the school 
year. 

Realizing the narrow, limited lives of many foreign women in this 
country, she will make every effort in her power to connect them with 
the municipal centers of recreation, playgrounds, parks and libraries. 

Juvenile difficulties which the home teacher is endeavoring to settle 
out of court should take precedence of all other business. It is in ways 
like this that the need of a flexible program is apparent. It must allow 
her to adapt herself to the necessities of her own particular neighbor- 
hood. It must give her liberty in hours and in days that her people 
may be served. It must not prevent her throwing herself into any 
emergency she comes across. She should be permitted to relinquish it 
only when proper assistance is available. 

So much for the morning. Let us now consider the afternoon. 
Every school located in such a neighborhood as will require the services 
of a home teacher should have, as part of its equipment, a "school 
cottage" or its equivalent in housekeeping rooms within the school 
building. This must be a model American home, small but complete, 
attractive, but simple and inexpensive. 

During the forenoons, this cottage can be used in connection with the 
grade work in domestic science. But afternoons it should be entirely 
at the disposal of the home teacher. We doubt the advisability of her 
actually living here, as it is, after all, only a modified schoolroom, and 
the teacher must keep in human touch with the outside world; but 
decidedly it should be her official residence. Here she should be dis- 
tinctly a hostess, welcoming the mothers as into her own home. 

The cottage itself will be a vital object lesson. How can we expect 
a foreign woman to imitate a variety of house furnishing and house- 
keeping which she has never seen ? Here is something intelligible to go 
home and copy. Hence the ultimate ideal for the afternoon work will 
be to have it conducted for groups of mothers assembled in the cottage 
every school day but Friday; Friday afternoons being reserved for 
special uses. 



COMMISSION OF IMMIGRATION AND HOUSING. 11 

At the cottage, the home teacher may be assisted by the special 
teachers of sewing, cooking and music. In addition to being hostess, 
she herself will teach English, civics, sanitation and other subjects. 
Weaving may be included in the cottage instruction. The home teacher 
should interest herself in fostering such handicrafts as she finds the 
people have brought from their own countries and in connecting them 
with a market for their wares. 

The sewing should be practical and include garment making, mending 
and making over. 

The cooking taught in the "real kitchen" of the cottage should be 
confined to simple wholesome dishes. About once a month each cook- 
ing class should jointly prepare a complete dinner, set it forth on a 
white table cloth with flowers in the center of the table and partake 
of the feast. Yet nothing must be too fine and elaborate for home 
copying. 

In teaching civics to foreigners, the heart must be appealed to quite 
as much as the understanding. The fundamental principles of our 
government are such as to arouse patriotism when properly presented. 
These impressions should be deepened by hero tales, patriotic songs 
and flag exercises. 

The teaching of English to adult foreigners, many of whom are 
illiterate in their own tongue, is a fine pedagogical art with a psy- 
chology of its own. The instruction must be live, practical, interest- 
ing, even dramatic. For some lessons the teacher's table will be a 
miniature grocery store where brisk trading is carried on. Others will 
introduce games, songs and dialogues. In addition, every class con- 
ducted at the cottage must assist the women in acquiring the English 
language. In English they must cook and sew, sing and weave, and 
the Home Teacher must recognize and appeal to the dramatic spirit 
of a play folk. 

Now to dispose of the left-over Friday afternoons. Let them crown 
the labor of the weeks. 

One should be for a "Mothers Day" celebration in the assembly 
room when all the mothers of all the groups are entertained with a 
program furnished by a different grade each month. There should 
be an address of welcome by a pupil, songs and recitations honoring 
motherhood. After the program, the mothers are invited to inspect 
a display of pupils' work. Refreshments are served by the children. 
The lesson of seeing their parents the honored guests of the school is a 
wholesome one. 

Another Friday afternoon is needed for an "At Home" in the 
school cottage when the mothers may display their handcraft, exchange 
lace patterns, sing folk songs and feel almost as if they had enjoyed 
an afternoon back in the far lands from which they came. 
.°>— 21G17 



12 THE HOME TEACHER. 

The remaining Friday afternoons could be given over to a special 
variety of visiting — the distinctly social call, only long enough for the 
exchange of amenities. That these calls constitute a tour of inspection 
looking for evidence of cottage instruction in the houses will be the 
Home Teachers' professional secret. All improvements will be noted 
with heartfelt praises. If the visitor has added some special touches 
to her dress, it will contribute to the joyous spirit of the occasion. As 
to her ordinary costume, let it be like that of other teachers. Her 
working gowns can easily be simple and sanitary without emphasizing 
these qualities to a conspicuous degree. Every family, native and 
foreign, should be visited, but necessity should place the emphasis. 

The home teacher may reasonably be required to spend one evening a 
week at her civic center, and thus she can do much to keep the neghbor- 
hood in touch with the advantages there offered them. 

Finally, those who enter this splendid pioneer field must realize the 
unity underlying the few and simple provisions of the Home Teacher 
Bill. The general aim for these next years is to put immigrant mothers 
in command of their own situation by correlating them with the best 
America has to offer. Hence no visit nor lesson can be limited or 
literal in its import. It must open out beyond itself into the vision of 
the whole achievement. 

REFERENCE BOOKS FOR TEACHERS. 

The House in Henry Street. Lillian Wald. 

Practical Homemaking. 

A Second Course in Homemaking. Mable Hyde Kittredge. 

Social Aspects of Education. Irving King. 

MAGAZINES. 

Immigrants. In American Review. 95 Madison Ave., New York. 
The Survey. 105 East Twenty-second St., New York. 



COMMISSION OF IMMIGRATION AND HOUSING. 13 



SUGGESTIONS FOR TEACHERS. 

To be of practical use, language must come to the tongue auto- 
matically when needed. Hence the teacher should employ endless drill 
and constant reviews. These, however, should be conducted with so 
much vivacity and variety that the pupil has no sense of monotony. 

Never fail to use actual objects whenever possible. 

Encourage pupils to recite with dramatic gesture and expression. 
These are of the greatest assistance to memory. 

The course is divided into four series of ten lessons. Each series 
should be thoroughly mastered before the next is attempted. 

The First Series begins with household actions and objects. It leads 
to the purchase of staples at a grocery store. During the latter lessons, 
a "play store" should be conducted. At the close of the series each 
pupil of the group must be able to make purchases in English. 

. In connection with this series, the teacher should know the market 
prices of groceries and compare with what pupils are paying to see if 
they are being cheated. In presenting the lessons the real prices should 
be used to familiarize the mothers with actual values. 

Similarly, the Second Series leads to the dry goods store. The 
teacher should be equipped with dolls dressed in a model manner, so 
that they may be instructive in more ways than language. Also these 
dolls should be provided with nightgowns which should be put on and 
off during lessons. 

The baby doll should have a basket of additional clothes, showing a 
small but complete outfit of necessities for an infant. 

The Third Series has for its unit the expression of personal feelings 
and family relations. It leads to the social visit. 

The Fourth Series deals with the immigrant mother's contact with 
her American environment in other ways than purely commercial. 

This series is composed of " Primer Lessons" intended for memorizing 
or dialogues. 

From them a "graduating" program may be arranged to celebrate 
completion of this course. 

"Where pronouns are not all given in verb series, the teacher may 
supply them for oral drill. 

Each lesson must be first taught as ORAL English. A lesson must 
NOT be used for reading and writing until perfectly mastered 
orally. 



14 THE HOME TEACHER. 



FIRST SERIES. 



First Lesson. 

Good afternoon. 
How do you do % 
Very well, thank you. 



What is this ? 
This is a chair. 
What is this? 
This is a table. 



What is that? 
That is a bed. 




I cook. ^ /Oz^-zr 



I wash, 




I sweep. 



I mop. 







COMMISSION OF IMMIGRATION AND HOUSING. 



15 



How many chairs 
How many tables ? 
How many beds ? 

Goodbye. 



Second Lesson. 



$1.00 $.50 $.25 $.10 $.05 



We cook. 




We wash. 




We iron. 




We sweep. 





We mop. 




We sew. 




16 



THE HOME TEACHER. 



You cook. 



You wash. 



You iron. 




You sweep. 



You mop. 



You sew. 




1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 



COMMISSION OF IMMIGRATION AND HOUSING. 17 



They cook. 



They wash. 



They iron. 



They sweep. 



They mop. 



They sew. 




18 



THE HOME TEACHER. 




Third Lesson, 
pound quart 

She cooks. 
She washes. 
She irons. 
She sweeps. 
She mops. 
She sews. 

Mary cooks. 

Mary washes. 

Mary irons. 

Mary sweeps. //Z^>^- 



pint 




_<^^^4^^^ 





^udy 




Mary mops. 
Mary sews. 



1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 
11, 12, 13, 14, 15, 16, 17, 18, 19, 20. 



COMMISSION OF IMMIGRATION AND HOUSING. 



19 



Fourth Lesson, 
water milk bread meat beans 



Do you cook? 
Yes, I cook. 

Do you sweep? 
Yes, I sweep. 

Do you wash? 
Yes, I wash. 

Do you iron? 
Yes, I iron. 

Do you mop? ^?(V^ 
Yes, I mop. 



f^^/^t^Z^, 







Do you sew? ^r 



Yes, I sew. 

4—21617 




? 



flcJS, j7y*^^- 





* 





20 THE HOME TEACHER. 

Do you cook? 
No, I do not cook. 

Do you wash? 
No, I do not wash. 

Do you iron? 
No, I do not iron. 

Do you sweep? 
No, I do not sweep. 

Do you mop? 
No, I do not mop. 

Do you sew? 
No, I do not sew. 

1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 



COMMISSION OF IMMIGRATION AND HOUSING. 



21 





/ 



/ 




-J^^^^,, 



? 





^^^ 




^"2 




? 



22 



THE HOME TEACHER. 



Fifth Lesson. 

cup plate knife fork spoon dozen 

A dozen spoons. A dozen cups. A dozen forks. 
A dozen plates. A dozen knives. 




Can you cook? 
Yes, I can cook. 

Can you wash? 
Yes, I can wash. 



Can you iron? (j^tZ^Z/ 

Yes, I can iron. 






? 






? 







Can you sweep? 6^^>^^< 
Yes, I can sweep. 



Can you mop? 
Yes, I can mop. 



Can you sew? OC^zZXtz/ 

Yes, I can sew. 




^ 










COMMISSION OF IMMIGRATION AND HOUSING. 23 



Sixth Lesson. 

Sunday Monday Tuesday Wednesday 
Thursday Friday Saturday 



^U^^^/^^j- 




^ 




^t^^i^^y^^a>^>' 



today yesterday tomorrow 

Yesterday I cooked. 
Yesterday I washed. 
Yesterday I ironed. 
Yesterday I swept. 
Yesterday I mopped. 
Yesterday I sewed. 




24 



THE HOME TEACHER. 



stove 



pan 



Seventh Lesson. 

kettle tub 



wood coal 



Tomorrow 
Tomorrow 
Tomorrow 
Tomorrow 
Tomorrow 
Tomorrow 



Mary will cook. 
Mary will wash. 
Mary will iron. 
Mary will sweep. 
Mary will mop. 
Mary will sew. 



Z^ 









^Z^^-^t^- 



^u^-< 






Eighth Lesson, 
sugar salt flour eggs rice cheese 



I cook the eggs. 
I wash the dress. 
I iron the dress. 
I sweep the floor. 
I mop the floor. 
I sew the dress. 




COMMISSION OF IMMIGRATION AND HOUSING. 25 

Please cook the eggs. 
Please wash the dress. 
Please iron the dress. 
Please sweep the floor. 
Please mop the floor. 
Please sew the dress. 



/^££^Z<^^ 




Ninth Lesson. 

tea coffee soup butter soap oil 
pepper potatoes flour 

I want a pound of butter. 
I want half a pound of tea. 
I want a quart of milk. 




26 



THE HOME TEACHER. 



How much is butter today? 
How much are eggs today? 




_^^^^^/^— r 





? 



Tenth Lesson. 

Playing Grocery Store. 



COMMISSION OF IMMIGRATION AND HOUSING. 



27 



SECOND SERIES. 
First Lesson. 

Colors: red blue yellow green brown 
purple black white gray 

I am happy. 
I have money. 
I go to the store. 
I buy cloth. 
I make a dress. 
I like my dress. 




*~Z^Zf^ /£>£ 




28 THE HOME TEACHER. 

Second Lesson. 

Kinds of cloth: cotton linen silk wool 

Mary has money. 
Mary goes to the store. 
Mary buys cloth. 
Mary makes a dress. 
Mary likes her dress. 




light blue dark blue 



COMMISSION OF IMMIGRATION AND HOUSING. 



29 



skirt waist 



Third Lesson. 

coat cape dress 
stockings 

I was happy yesterday. 

I had money. 

I went to the store. 

I bought cloth. 

I made a dress. 

I liked my dress. 



hat shoes 






<-^r -^>z^&^z^ ^^^_^^^_<^^^^/ 







long 



short 



narrow 



wide 



30 THE HOME TEACHER. 

Fourth Lesson. 



vest drawers petticoat chemise 

union-suit nightgown 

I shall be happy tomorrow. 



I shall have money. 



I shall go to the store. 



I shall buy cloth. 



I shall make a dress. 



I shall like my dress. 



I take off my dress. 



I put on my nightgown. 



COMMISSION OF IMMIGRATION AND HOUSING. 31 



_^ 




_^^<^^^-t^^^>^ 




^<^^^' 




^ 




Jf -t>C^ 




^^^z^ y 




&£/^» 





z^n/ ^^^z^z^ ^^z^£. 




32 THE HOME TEACHER. 

Fifth Lesson. 

coat vest trousers shirt undershirt drawers 
nightshirt suit hat hose 

Have you money? 
Yes, I have money. 
I have no money. 



/Z^-z^/^. 




?9?^-^Z^Z^- 




Has John money? 
Yes, he has money. 
He has no money. 

work pay-day 



COMMISSION OF IMMIGRATION AND HOUSING. 33 



Sixth Lesson. 

baby baby basket dress nightgown 

pinning-blanket diaper skirt 

I put the doll by the basket. 
Please put the doll in the basket. 





/C^Z^^^^y _^^^^_^s4^^ 




clean dirty 



34 THE HOME TEACHER. 



Seventh Lesson. 

yard foot inch half -yard quarter of yard 

long wide 

The table is five feet long. 
The cloth is a yard wide. 
How long is the cloth? 
How wide is the table? 






^>t>^z^2y 



(^i^ ? 



Eighth Lesson. 

sheet blanket comforter pillows mattress 
pillowcase bedstead bedspread 

I take off the dirty sheets. 
I take off the dirty pillowcase. 
I put on the clean sheets. 
I put on the clean pillowcase. 
I make the bed. 



COMMISSION OF IMMIGRATION AND HOUSING. 35 






i^y 



^^^ey /^^^-^^C^ 






'~^^>^d^/ 











36 THE HOME TEACHER, 



Ninth Lesson. 



lace embroidery ribbon thread 
10, 20, 30, 40, 50, 60, 70, 80, 90, 100. 

Please give me a spool of 
black thread number forty. 






/->%^<^ 



Tenth Lesson. 

Playing Dry Goods Store. 



-z^-e*^ 





COMMISSION OF IMMIGRATION AND HOUSING. 37 

THIRD SERIES. 

First Lesson. 

child children living dead years old 
name boy girl 

Teachek — How many children have you ? 

Pupil — Seven. 

Teachee — Are they all living ? 

Pupil — Seven are living. Three are dead. 

Teachek — How many of those living are boys ? 

Pupil — Five are boys. 

Teacher — Then two are girls. 

Pupil — Yes, two are girls. 

Teacher — Please tell me the names of the boys. 

Pupil — Juan, etc. 

Teacher — How old is Juan ? 

Pupil — Juan is eight years old. 

Second Lesson. 

father mother husband wife son daughter brother 
sister grandmother grandfather uncle aunt cousin 

The brother loves the sister. 
I love my father and mother. 




38 



THE HOME TEACHER. 



Third Lesson. 

Parts of the body : head neck chest arms legs hands 
feet fingers toes eyes ears tongue nose 

I see with my eyes. 
I hear with my ears. 
I feel with my fingers. 
I taste with my tongue. 
I smell with my nose. 






^^-^^j^- : 







You see with your eyes. 
They see with their eyes. 
We see with our eyes. 
Maria sees with her eyes. 
Juan sees with his eyes. 



COMMISSION OF IMMIGRATION AND HOUSING. 39 



Fourth Lesson. 

apple orange cabbage turnip sweet sour hard soft 
clean dirt}^ fresh ripe bitter thirsty hungry 

Verb — Like. 

Teacher — Do you like apples ? 
Pupil — Yes, I like apples. 

No, I don't like apples. 
Teacher — Are you hungry ? 
Pupil — Yes, I am hungry. 
Teacher — Is the orange sweet ? 
Pupil — No, it is sour. 



Fifth Lesson. 
lace narrow wide thread sell fine coarse 

Teacher — Can you make lace ? 

Pupil — Yes, I can make lace. 

Teacher — What size thread do you use ? 

Pupil — For fine lace I use number 60. For coarse lace 
I use number 20. 

Teacher — Linen thread or cotton thread % 

Pupil — I use crochet cotton. 

Teacher — How much can you make in a day ? 

Pupil — I can make a yard of narrow lace. I can make 
half a yard of wide lace. 

Teacher — Do you sell the lace ? 

Pupil — Yes. 

Teacher — For how much? 

Pupil — A dollar a yard for the wide lace. Half a dollar 
a yard for the narrow lace. 



40 THE HOME TEACHER. 



Sixth Lesson. 



clock watch hour minute early late tardy 
night day school sleep wake 

What time is it? 
It is nine o'clock. 



* 





Seventh Lesson. 

house roof room wall window door ceiling 
landlord rent fair too high 

This house has three rooms. 

This room has two windows and one door. 

The rent is too high. 

The landlord must mend the roof. 



COMMISSION OF IMMIGRATION AND HOUSING. 41 





^ 



^O^^ 





^^^f^^^^^^^^-^ 




42 THE HOME TEACHER. 

Eighth Lesson. 

spring summer autumn winter sun moon stars 

The weather is not warm. 

The day is cold. 

It rains. 

The sun does not shine. 



^c^-zz^l 





Ninth Lesson. 

January February March April May June July 
August September October November December 

When is your birthday? 
My birthday comes the 
twentieth of October. 




Tenth Lesson. 

Let us play at Making Visits. 



COMMISSION OF IMMIGRATION AND HOUSING. 43 

FOURTH SERIES. 

First Lesson. 

Patriotism. 

I love the American flag. 

It is my flag now. 

I love its stars and stripes. 

This flag gives us protection and liberty. 

My husband honors it. 

We teach our children to love the flag. 

Salute. 
This is my flag ; 
It stands for my country; 
I will love my flag 
And be true to my country 
as long as I live. 

Second Lesson. 

Street-car. 

[Teacher arranges chairs to represent two street-cars. 
Assign a pupil to be conductor for each car.] 

Pupil — I am going to visit a friend. I put on my hat. 
I go to the corner. I stop the car. I get on. I pay my 
fare. [To conductor.] Please give me a transfer to 
Grand Avenue. [Conductor gives transfer.] Where do 
I change? 

Conductor — Temple Block. [Pupil seats herself in car.] 

Conductor — [Calls.] Temple Block! [Pupil gets off 
and enters other car, giving transfer to that conductor.] 

Pupil — I want to get off at Ninth Street. Please call it 
for me. 

Conductor — All right. [Pause.] Ninth Street! 

Pupil — Thank you. [Gets off car.] 



44 



THE HOME TEACHER. 







COMMISSION OF IMMIGRATION AND HOUSING. 45 



Third Lesson. 

A house must not be damp. 

We need many windows. 

Dark rooms are very bad for the health. 

We must keep out flies with screens because 

flies bring sickness. 
Stale garbage is dangerous. 
A clean house is a good doctor. 



Fourth Lesson. 

In the Park. 

[Teacher has setting of this lesson as appropriate as 
possible.] 

First Pupil — Let's go to the park. 

Second Pupil — Yes, I am very glad to go. 
[They cross room.] 

First Pupil — Now we are in the park. 

Second Pupil — The park is beautiful. 

First Pupil — See the flowers ! 

Second Pupil — Yes, and how sweet they smell. 

First Pupil — Hear the birds ! 

Second Pupil — I love to hear the birds sing. 

First Pupil — The sun is warm and bright. 

Second Pupil — The grass and trees are green. 

First Pupil — I must go home and get supper for my 
husband. 

Second Pupil — So must I. Let us go. 
[They return to places.] 






t^ZyUd^y . 



^Z^^^U /^^^^^^^^^-^^^^^-^^^^^^-t^^ 




: ^^^^^^-^^^^<>^^^^/-^-^^^ ^&~zz? 



7T^. 











7 ?^<dJy. 






-&■ 



^^-^V-^r 



COMMISSION OF IMMIGRATION AND HOUSING. 47 

Fifth Lesson. 

We must eat good food. 

We must drink good water. 

We must have good milk. 

We must bathe often. 

We must sleep with our windows open. 

We must not stay in the house all the time. 







rigS/TT-Z-lsCj^- ^^^^Z^fz^/^z? 





'^^^^^^^-^^^^^^^^^^y 



'^^z^^^z^u^^^ 



Zz<<z7-7^^ 



48 THE HOME TEACHER. 



Sixth Lesson. 

First Pupil — I write a letter. I put it in an envelope. 
I write the address. I have no stamp. I go to the Post 
Office. [Goes to "P. O."] I want a stamp for this letter. 

Second Pupil — [Looking at letter.] You need a five- 
cent stamp. 

First Pupil — [Hands out money, receives stamp, puts 
it on letter.] Where do I mail my letter? 

Second Pupil — Over there. [Indicates mail slot] 

First Pupil — Thank you. [Mails letter.] 



Seventh Lesson. 

Visiting the School. 

[Establish one pupil as Teacher with dolls to represent 
children.] 

First Pupil — I am going to visit the school. [Crosses 
to school.] 

Second Pupil — Good afternoon. I am very glad to see 
you. Will you have a seat ? 

First Pupil — [Seats herself.] Thank you. My son 
Juan is in your school. Is he a good boy % 

Second Pupil — Yes, he is a good boy. 

First Pupil — Does he study hard? 

Second Pupil — Yes, he studies hard. He is a fine boy. 
I like to have him in my school. 

First Pupil — Thank you very much. My husband is 
proud of the boy. We hope he will make a fine man. 

Second Pupil — I am sure he will. 

First Pupil — [Rising.] I will go now. Goodbye. 

Second Pupil — I thank you for coming. I am always 
glad to see the parents of my pupils. Goodbye. 



COMMISSION OF IMMIGRATION AND HOUSING. 49 

Eighth Lesson. 

Fiest Pupil — I want to work. 
Second Pupil — What can you do ? 
Fiest Pupil — I can wash and iron. 
Second Pupil — What else ? 

Fiest Pupil — I can wash windows and clean house. 
Second Pupil — Can you cook % 
Fiest Pupil — I can do plain cooking. 
Second Pupil — What wages do you want ? 
Fiest Pupil — Two dollars a day. 
Second Pupil — What by the month % 
Fiest Pupil — Twenty-five dollars. 
Second Pupil — What by the hour % 
Fiest Pupil — Twenty-five cents. 

Second Pupil — Will you come to my house Monday to 
wash? 

Fiest Pupil — Gladly. 

Second Pupil — I shall expect you. Goodbye. 

Ninth Lesson. 

Tea table attractively spread — actual refreshment. 

Fiest Pupil — I am expecting company to tea. The tea 
is in the teapot. The cake is on the plate. Here comes my 
friend. Good afternoon. 

Second Pupil — Good afternoon. 

Fiest Pupil — I am glad to see you. 

Second Pupil — Thank you. [She removes hat, which 
hostess puts away.] 

Fiest Pupil — Sit down and we will have our tea. 
[Pours tea.] Do you take cream and sugar or lemon? 

Second Pupil — I take sugar but no cream. 

Fiest Pupil — Will you have cake % 

Second Pupil — Thank you. [Takes cake. Hostess 
serves herself. They take their cake and tea to a little 
distance and two other pupils use the tea table in similar 
manner.] 



50 THE HOME TEACHER. 

Tenth Lesson. 

Words and music of " America." 

Supplementary. 
Other songs, such as "Home, Sweet Home." 

Games. 

For instance, arrange as for spelling match, only instead 
each contestant must name an English word. Later, sen- 
tences may be required. 



LIBRARY OF CONGRESJ 



IIIUIIIH 
029 483 695 




